scholarly journals Adventures in data types : benefits of the comparative approach in computer science education.

2019 ◽  
Author(s):  
Camille Akmut
Keyword(s):  
Science Education ◽  
Computer Science ◽  
Computer Science Education ◽  
Science Curriculum ◽  
Object Oriented ◽  
Comparative Approach ◽  
Data Types ◽  
Computer Science Curriculum ◽  
Computer Scientists

The transition from ’structured programming’ to ’object-oriented pro-gramming’ is a canon of the computer science curriculum; traditionallypresented, or tacitly acknowledged, as the transition from beginner tointermediate programmer, the passage from one programming languageto multiple ones (covering CS1 and CS2, in various ways). In this otheraddition to computer science education, we defend the benefits of a com-parative approach : knowledge in one language gains the student accessto a world of other languages, and ways to model reality. This goes con-trary to prevalent methods of focusing on one language to introduce thesetopics, as common with mainstream, ”pure” computer scientists.

A Comparative Study on Undergraduate Computer Science Education between China and the United States

2015 ◽  
pp. 918-933
Author(s):  
Eric P. Jiang
Keyword(s):  
United States ◽  
Science Education ◽  
Comparative Study ◽  
Computer Science ◽  
Computer Science Education ◽  
Primary Source ◽  
The United States ◽  
Education Systems ◽  
Public And Private ◽  
Computer Scientists

With the rapid growth of the Internet and telecommunication networks, computer technology has been a driving force in global economic development and in advancing many areas in science, engineering, health care, business, and finance that carry significant impacts on people and society. As a primary source for producing the workforce of software engineers, computer scientists and information technology specialists, computer science education plays a particularly important role in modern economic growth and it has been invested heavily in many countries around the world. This chapter provides a comparative study of undergraduate computer science programs between China and the United States. The study focuses on the current curricula of computer science programs. It in part is based on the author's direct observation from his recent visits to several universities in China and the conversations he had with administrators and faculty of computer science programs at the universities. It is also based on the author's over two decades experience as a computer science educator at several public and private American institutions of higher educations. The education systems in China and the United States have different features and each of the systems has its strengths and weaknesses. This is likely also true for education systems in other countries. It would be an interesting and important task for us to explore an innovative computer science education program, which perhaps blends the best features of different systems and helps better prepare graduates for the challenges working in an increasingly globalized world. We hope the study presented in this chapter provides some useful insights in this direction.

Selfconscious or Unselfconscious Software Design?

1990 ◽  
Vol 5 (1) ◽  
pp. 33-36
Author(s):  
Martin Loomes
Keyword(s):  
Science Education ◽  
Computer Science ◽  
Programming Language ◽  
Software Design ◽  
Computer Science Education ◽  
Computer Scientists ◽  
Science Community ◽  
To Come ◽  
Key Questions

Anyone who is involved in computer science education will be used to engaging in passionate debates over questions such as ‘What programming language should we be teaching'? Moreover, if these debates take place in front of colleagues from other disciplines, for example when joint schemes are being developed, then concern is often expressed about the inability of computer scientists to come to any generally accepted conclusions. In this paper the view is proposed that the key questions of computer science education are really manifestations of a much deeper issue in computing which has been alluded to in various publications, but never discussed to a generally accepted conclusion by the computer science community at large.

A cross-cultural comparison of concepts in computer science education

2015 ◽  
Vol 32 (4) ◽  
pp. 235-256 ◽  
Author(s):  
Andreas Zendler ◽  
O. William McClung ◽  
Dieter Klaudt
Keyword(s):  
Science Education ◽  
Computer Science ◽  
Science Teachers ◽  
Computer Science Education ◽  
Science Curriculum ◽  
Methodological Approach ◽  
Cross Cultural ◽  
Content Type ◽  
The Us ◽  
K 12

Purpose – The development of a K-12 computer science curriculum based on constructivist principles needs to be informed by knowledge of content and process concepts that are central to the discipline of computer science. The paper aims to discuss this issue. Design/methodology/approach – Taking a cross-cultural approach and using an experimental design (a SPF-2•15×16 split-plot design), this study compares the combinations of content and process concepts identified as important in Germany with those considered relevant in the US context. Findings – First, the combinations of content and process concepts identified in the German context can be generalized to the US context. Second, it is possible to identify combinations of content and process concepts in the US context that are also important in the German context. Third, content and process concepts identified in the two contexts can be integrated to generate a broader perspective that is valid for both contexts. Practical implications – The results can be used for consolidating available curricular drafts for computer science as a teaching subject at school of the type available in many. The present findings are of great relevance for research-based approaches to the pre- and in-service education of computer science teachers. The methodological approach taken is important in efforts to consolidate curricular models of computer science education, as have been initiated by the Bologna process in Europe and by the organizations Association for Computing Machinery, Association for Information Systems, and Institute of Electrical and Electronic Engineers-Computer Society in the USA. Originality/value – Results show that competence areas of central concepts identified in the two contexts can be integrated to generate a broader perspective that is valid for both contexts.

scholarly journals International Trends in K–12 Computer Science Curricula Through Comparative Analysis: Implications for the Primary Curricula

2021 ◽  
Vol 4 (4) ◽  
Author(s):  
Michiyo Oda ◽  
Yoko Noborimoto ◽  
Tatsuya Horita
Keyword(s):  
Science Education ◽  
Computer Science ◽  
Computer Science Education ◽  
Science Curriculum ◽  
Primary Level ◽  
International Trends ◽  
Science Curricula ◽  
Science Concepts ◽  
Science Framework ◽  
K 12

The purpose of this study was to identify international trends in K–12 computer science curricula in countries that have introduced computer science education. Content analysis method was used to analyze the country-wide curricula of 10 countries which have introduced computer science education at the primary level. The K–12 Computer Science Framework was used as a theoretical frame to analyze the curricula. The results show that most countries begin their curricula with subconcepts of algorithms, program development, and under impact of computing, along with the practice of creating computational artifacts; then, countries expand upon computer science concepts and practices as learners progressed through the higher grades. Further, countries tend to introduce computer science concepts and practices in stages; once concepts and practices are introduced, they continue across multiple grades. Three approaches to implementing computer science education into the country-wide curriculum were found: introducing computer science (a) as an independent subject, (b) within multiple subjects, and/or (c) as a part of transversal competencies or an independent computer science curriculum with a cross-curricular approach. These study findings can contribute to a worldwide effort to introduce computer science education at the primary level.

A Comparative Study on Undergraduate Computer Science Education between China and the United States

2013 ◽  
pp. 208-223 ◽  
Author(s):  
Eric P. Jiang
Keyword(s):  
United States ◽  
Science Education ◽  
Comparative Study ◽  
Computer Science ◽  
Computer Science Education ◽  
Primary Source ◽  
The United States ◽  
Education Systems ◽  
Public And Private ◽  
Computer Scientists

With the rapid growth of the Internet and telecommunication networks, computer technology has been a driving force in global economic development and in advancing many areas in science, engineering, health care, business, and finance that carry significant impacts on people and society. As a primary source for producing the workforce of software engineers, computer scientists and information technology specialists, computer science education plays a particularly important role in modern economic growth and it has been invested heavily in many countries around the world. This chapter provides a comparative study of undergraduate computer science programs between China and the United States. The study focuses on the current curricula of computer science programs. It in part is based on the author’s direct observation from his recent visits to several universities in China and the conversations he had with administrators and faculty of computer science programs at the universities. It is also based on the author’s over two decades experience as a computer science educator at several public and private American institutions of higher educations. The education systems in China and the United States have different features and each of the systems has its strengths and weaknesses. This is likely also true for education systems in other countries. It would be an interesting and important task for us to explore an innovative computer science education program, which perhaps blends the best features of different systems and helps better prepare graduates for the challenges working in an increasingly globalized world. We hope the study presented in this chapter provides some useful insights in this direction.

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